Chapter two was all about the professional responsibilities of being a middle level teacher of adolescence. One of the items that really struck me about this about this chapter was the point brought up about making the switch from a more traditional pedagogy to a more constructivist pedagogy. I will seriously have to take that in as I am wanted to decide my pedagogy and make sure especially for this age to make them feel like their voices are heard whether that be through a discussion that I facilitate on the topic we are currently working on or even delving into the questions that the students might have and facilitate the research or discussion on that question.
The second thing that caught my attention was the three pillars and the philosophies of education. Of the three pillars, I would say I mostly align with cognitive-experimentalism. I truly do believe that in any mistake you make you can learn from which means that my students would be made to see that even though they made a mistake they would easily be able to find value in it be they learned something from it, This is especially my pillar because this pillar talks about the "process of becoming" which is adolescence in a phrase because they are constantly going through the transition. As far as philosophies of education go I would say I align with post modernism. I truly believe especially if teaching the middle level that you need to make sure that they know that you value their thoughts and opinions and will be the helper or aide in their educational endeavors not just an authority figure. I believe that this does align with AMLE standards. I believe it goes with all of the standards because by me teaching philosophy aligning with post-modernism, I will be challenging my students, valuing them, improving their self esteem by valuing them and listening to and catering to their ideas and making my lessons more inquiry based,
The third thing I noticed in this chapter is that it pointed out how to for example modeling appropriate behavior,etc. This is so important for us to know especially with this age group because of them being such sponges in terms of taking in how to act and get by in this world. This also goes along with the part in this chapter about creating a safe psychological environment for our students. This is truly important as the middle level years are some of the most tough psychologically especially when you are considering that they are constantly trying to adapt and get to the next stage. Another item that goes along with this is guidelines for using all kinds of technology. This is also of the utmost importance as we are now in the digital age which means that by the time they get to us in the middle level years, they will already know how to use many many types of technology. This means we have to incorporate that as middle level teachers when we are doing our lesson planning. This chapter has opened my eyes even more about how much responsibilities there are. I cant wait to keep learning more!
Hi again:) Yes, I totally agree with your comment about the pillars and philosophies of education. I really related to those as well. I was cognitive-experimentalism as well! I believe in the individualism that cognitive-experimenatlism offers to the student. I believe that they should be able to have their own voice in education! I totally agree with the sponge reference you gave. That is so true. I have brothers whom recently descended into the high school realm and they still are "sponges," especially relating to behavior. Even though they aren't in middle school, anymore, they definitely still need guidance and good examples of behavior. I also agree with the technology aspect of the chapter, as well. It was very interesting to read about the many different ways to integrate technology appropriately! I really enjoyed your blogs post, and I too, can't wait to read more as we move through this course:)
ReplyDeleteFirst off - the sponge reference was great!! I have always said that of students, especially younger ones and adolescents. It is so important that we model not just appropriate educational techniques, but also maintain professional, appropriate behavior. After all, if we as adults cannot perform to the standards set before ourselves, our students, and even society, what makes us think that they can do the same thing any differently??
ReplyDeleteI also likes the point you made about constructive pedagogy. I referenced in my own posting a while ago that I too was a more traditionalist, that I am the "sage on the stage", and that students should simply listen and learn. I know that is not correct. It's something I think that we will learn with experience and time, both in the classroom and out.